Medical student retention of embryonic development: Impact of the dimensions added by multimedia tutorials

Abstract

The purpose of this project was to develop Web-based learning modules that combine (1) animated 3D graphics; (2) 3D models that a student can manipulate independently; (3) passage of time in embryonic development; and (4) animated 2D graphics, including 2D cross-sections that represent different "slices" of the embryo, and animate in parallel. These elements were presented in two tutorials, one depicting embryonic folding and the other showing development of the nervous system after neural tube formation. The goal was to enhance the traditional teaching format-lecture combined with printed diagrams, text, and existing computer animations-with customized, guided, Web-based learning modules that surpassed existing resources. To assess module effectiveness, we compared quiz performance of control groups who attended lecture and did not use a supporting module, with study groups who used a module in addition to attending lecture. We also assessed our students' long-term retention of the material, comparing classes who had used the module with students from a previous year that had not seen the module. Our data analysis suggests that students who used a module performed better than those given only traditional resources if they used the module after they were already somewhat familiar with the material. The findings suggest that our modules-and possibly computer-assisted-instruction modules in general-are more useful if used toward the later stages of learning, rather than as an initial resource. Furthermore, our data suggest that the animation aids in long-term retention. Both medical students at the University of Cincinnati and medical faculty from across the country commented favorably on their experiences with the embryonic development modules.

Are Multimedia Resources Effective in Life Science Education? A Meta-Analysis

“…The use of interactive web pages compared to static pages enhanced post-test performance (Marsh, 2008), and animations improved student performance over static graphics (O'Day, 2006;O'Day, 2007). This provides important evidence to suggest that multimedia resources enhance learning processes in life sciences, supporting the design theories of Mayer that combining visual aids with text (in the form of printed text or audio), enhances learning processes in maths, engineering and a range of other academic subjects (Mayer, 2005).…”

“…In , the authors also evaluated electronic resources in replacement of lecture sessions as did three other studies (Dewhurst, 1998;Bogacki, 2004;Jenkins, 2008). McGrath (2003) and Marsh (2008) compared the use of multimedia resources as an adjunct to delivering a traditional lecture, and two compared the use of conventional textbooks with online textbook delivery (Glittenberg, 2006;Thatcher, 2006). …”

Using embryology screencasts: A useful addition to the student learning experience?

“…This was meant to encourage students to further explore the subject matter rather than depriving them of the intellectual challenge of thinking for themselves. We chose to focus on embryology lectures as embryology presents students with particular challenges for their learning including the temporal nature of events and the difficulty posed by examining static, two-dimensional images (Marsh et al, 2008;Chan, 2010). By creating a focused re-enforcement and review resource, we were interested to know whether this would aid student learning in this area.…”

Web Based Interactive Tutorials in Obstetrics and Gynecology

“…Marsh et al 5 developed web based learning module on embryonic development. Their data suggest that students DSJUOG who used an interactive module performed better than those given only traditional resources if they used the module after they were already somewhat familiar with the material.…”